Teacher's Guide: UTE10202 Certificate I in Sustainable Energy (Electrotechnology)

Teachers Guide
for units of competency within
UTE10202 Certificate I in
Sustainable Energy
(Electrotechnology)
Certificate I in Sustainable Energy (Electrotechnology) Series 7 Toolbox
Table of contents
Table of contents................................................................................................................... 1
Purpose................................................................................................................................. 1
Target audience..................................................................................................................... 1
Units of competency.............................................................................................................. 1
Training Package................................................................................................................... 1
Total hours............................................................................................................................. 1
Unit information for UTENES061A Provide basic sustainable energy solutions for energy
reduction in domestic premises.............................................................................................2
Unit information for UTENES062A Apply sustainable energy practices in daily activities...3
Underpinning ideas............................................................................................................... 4
Customisation........................................................................................................................ 5
Communication..................................................................................................................... 5
How to use the Toolbox......................................................................................................... 6
Details of learning objects..................................................................................................... 7
Learning activity: Prepare to monitor....................................................................................7
Description and purpose.................................................................................................... 7
Supporting resources......................................................................................................... 7
Preparation and customisation.......................................................................................... 7
Collaboration and communication......................................................................................7
Suggestions for assessment..............................................................................................8
Learning activity: Undertake monitoring...............................................................................9
Description and purpose.................................................................................................... 9
Supporting resources......................................................................................................... 9
Preparation and customisation.......................................................................................... 9
Collaboration and communication......................................................................................9
Suggestions for assessment............................................................................................ 10
Learning activity: Recommend basic solutions...................................................................13
Description and purpose.................................................................................................. 13
Supporting resources....................................................................................................... 13
Preparation and customisation........................................................................................ 13
Collaboration and communication....................................................................................13
Learning activity: Prepare to apply.....................................................................................15
Learning activity: Apply sustainable energy practice..........................................................17
Learning activity: Complete the application........................................................................19
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Purpose
Sustainable energy has been identified as a national priority, essential for limiting Greenhouse
gas emissions. Australian State and Territory Governments are implementing action to
reduce their consumption of energy.
Based on this priority, the activities (learning objects) contained within this Toolbox will assist
in providing relevant and up-to-date training to be used across a range of trade areas
(including electrical, carpentry, plumbing, gas fitting, and engineering), and where renewable
energy technologies are being implemented.
The reusable and customisable capabilities of the activities (learning objects) provide the
potential to promote this product to a range of industry bodies and government agencies.
The following key principles inform the design of these activities:
Content resources are presented in formats that are authentic to the context and
relevant to their use in each activity (learning object).
All activities (learning objects) draw on content that can be used across a range of
industry areas.
Two Jobs have been designed to encourage learners from a range of industry areas
to apply knowledge to solve problems or complete tasks, or to access content
materials and resources to help them successfully complete these tasks.
Learners demonstrate their skills and knowledge by completing authentic and
meaningful Jobs.
Target audience
The target group for this suite of learning materials is extremely varied and includes
individuals or organisations in various industry fields (for example plumbing, electrical,
building and construction, and architecture).
The target group will range from individuals with low language, literacy and numeracy skills to
those educated beyond AQF level one.
Units of competency
Training Package UTE99 Electrotechnology Industry Training Package
Qualification UTE10202 Certificate I in Sustainable Energy (Electrotechnology)
Competencies
National Code Unit of competency Hours
UTENES061A Provide basic sustainable energy solutions for energy 72

reduction in domestic premises
UTENES062A Apply sustainable energy practice in daily activities 36
Total hours 108
Page 1
Unit information for UTENES061A Provide basic sustainable energy solutions for
energy reduction in domestic premises
In this unit you will learn about monitoring energy usage and providing basic sustainable
energy options to reduce the energy consumption in domestic premises.
Elements and performance criteria

The elements and performance criteria covered by this unit are:
Element Performance Criteria
Prepare to monitor energy usage 1.1 Monitoring activities are planned and prepared for to
and provide basic solutions for ensure OH&S policies and procedures are followed with
energy reduction the work appropriately sequenced in accordance with
requirements
1.2 Appropriate personnel are consulted to ensure the work
is co-ordinated effectively with others involved
1.3 Materials are obtained and checked in accordance with
established procedures and to comply with
requirements
1.4 Location in which monitoring activities is determined
from job requirements
1.5 Materials necessary to complete the work are obtained
in accordance with established procedures and checked
against job requirements
1.6 Materials needed to carry out the monitoring are
obtained in accordance with established procedures
Undertake monitoring of energy 2.1 OH&S policies and procedures for undertaking
usage and provide basic solutions monitoring activities are followed
for energy reduction
2.2 Monitoring activities are undertaken in accordance with
requirements, without damage or distortion to the
surrounding environment or services
2.3 Unplanned events or conditions are responded to in

accordance with established procedures
2.4 Approval is obtained in accordance with established
procedures from appropriate personnel before any
contingencies are implemented
2.5 On-going checks of the quality of the work are
undertaken in accordance with established procedures
Complete monitoring activities and 3.1 Documentation/reports are completed to ensure

provide reports where necessary administrative requirements are met
3.2 Work completion is notified in accordance with

established procedures
Page 2
Unit information for UTENES062A Apply sustainable energy practices in daily

activities
In this unit you will learn about applying sustainable energy practices in daily activities both at,
and outside the workplace.
Elements and performance criteria

The elements and performance criteria covered by this unit are:
Plan and prepare to apply 1.1 Activities are planned and prepared for to ensure OH&S
sustainable energy practice policies and procedures are followed with the work
appropriately sequenced in accordance with
requirements
requirements
1.4 Location in which activities are to be undertaken is
determined from requirements
Apply sustainable energy practice 2.1 OH&S policies and procedures for undertaking
administrative functions are followed
2.2 Activities are undertaken in accordance with


Complete the application of 3.1 Documentation/reports are completed to ensure

sustainable energy practice detailed promotional activities requirements are met
3.2 Completion is notified in accordance with established

procedures
Page 3
Underpinning ideas
The Toolbox contains six reusable and customisable activities addressing the elements and
performance criteria for the two units of competency.
UTENES061A Provide basic sustainable energy solutions for energy reduction in

domestic premises.
Element: Prepare to monitor energy usage and provide basic solutions for energy
reduction.
Learning activity Prepare to monitor
Element: Undertake monitoring of energy usage and provide basic solutions for energy
reduction.
Learning activity Undertake monitoring
Element: Complete monitoring activities and provide reports where necessary.
Learning activity Recommend basic solutions
UTENES062A Apply sustainable energy practices in daily activities.
Element: Plan and prepare to apply sustainable energy practice.
Learning activity Prepare to apply
Element: Apply sustainable energy practice.
Learning activity Apply sustainable energy practice
Element: Complete the application of sustainable energy practice.
Learning activity Complete the application
Each of the two units of competency within this Toolbox requires the learner to complete one
main Job to demonstrate competency for all elements and performance criteria within the
unit. The trainer may assess this Job (forming part of the evidence collection process).
Learners who are already working in the industry should be given the option to replace this
Job with a similar workplace activity.
The trainer is encouraged to customise these Jobs as required (for example, to modify
scenarios to include climate information based on local conditions).
The learner has the choice to complete the Job straight away or select their own pathway of
learning through the individual activities (learning objects) that have been established within
each unit.
Page 4
Activity (learning object) format:

Once the learner selects an activity from the Low Down section for each of the two units, they
are provided with two main links to access:
1. Investigate: This section includes:
1.1. 1 on 1: Learners meet various experts who talk to the learners about sustainable
energy concepts.
1.2. Discover: Provides learning materials in an interactive form that encourages the
learner to explore, discover and compare.
1.3. Virtual house/Energy at work: Generic descriptions of the different types of
devices and appliances that use energy in the home and workplace.
1.4. Resource manual: Addresses each performance criteria, linking them to the activity
(learning object).
2. Try This: This section includes:
2.1. Interactions: To engage the learner and encourage participation with relevant
feedback.
2.2. Short answer questions: Contains questions related to underpinning knowledge,
and suggestions for web research to examine broader concepts and assist with
customisation of the materials to the learners own environment. The trainer may
decide to use these for further assessment.
2.3. Links: The learner is provided with a selection of web links to browse.
Customisation
The ener-G-smart Toolbox contains learning objects that can be used as entirely self-
contained learning resources. Trainers from a wide range of industries may reuse or
customise these learning resources as required.
This guide explains the approach to the Toolbox in detail. It provides teaching strategies in
the situation-based context.
Note: Customisation is covered in more depth within the Installation Guide which can be
accessed from the entry page to the Toolbox.
Communication
Teaching in an online environment focuses on facilitating and guiding the learners progress.
Learners have significant learning resources available to them in the Toolbox, in the
workplace, and on the World Wide Web. Helping learners navigate this information and
pinpoint the relevant materials to meet performance criteria is the central role. It requires clear
statement of learning objectives and regular feedback on learner progress. Email and bulletin
board are powerful communication tools when applied in this context.
Toolboxes are designed to encourage learner collaboration through communication tools. It is

the trainers decision as to how to get feedback about this collaboration. The activities
(learning objects) are customisable depending on requirements. For example, a trainer might
set up a bulletin board discussion around how to save energy in the home. A start and finish
date might be set for the discussion, and a proportion of final assessment weighted to
participation. Learners may be notified of these requirements by email, as well as through an
initial posting on the bulletin board. The bulletin board is a useful record of learner
contributions for assessment purposes, (along with other tools.)
Page 5
How to use the Toolbox

It is suggested that the trainer pay particular attention to helping learners navigate through the
available resources within each learning object.
The situation-based approach is recommended and might follow these general steps.
Getting started
The trainer will need to become familiar with the learning objects and determine if any
customisation needs to take place.
Orientation
Its a good idea to organise an orientation session, in order to meet with the learners,
discuss their needs, and introduce them to the Toolbox. This will enable them to
familiarise themselves with the available resources and Job Requirements for each of
the two main jobs.
Communication policies should be established and agreed upon between the trainer
and the learners.
The learners can then make a start on their selected activity (learning object).
Progressing
Learners should read through the information provided on the homepage where links
have been provided to each of the following:
Tour: Learners are taken through a 'tour' of the Toolbox so that they can
familiarise themselves with how the content is structured.
About ener-G-smart: Learners can view the company profile and background,
as well as meet the staff.
Job 1: This is the main project for the unit UTENES061A Provide basic
sustainable energy solutions for energy reduction in domestic premises.
Job 2: This is the main project for the unit UTENES062A Apply sustainable
energy practices in daily activities.
Once the learner selects either Job 1 or Job 2, they are introduced to the expected
outcomes by an expert consultant.
The Low Down section contains content and interactions for the three activities
(learning objects) relating to each Job under the headings Investigate and Try this.
Each activity (learning object) is completely self-contained and opens in a new
window. Once the window is closed the learner is able to access another activity
(learning object) from the Low Down menu.
When they are ready, the learners can then complete the Job Requirements,
presented as Phase 1-3 to correlate with the activities (learning objects).
Page 6
Details of learning objects
Learning activity: Prepare to monitor
Unit: UTENES061A Provide basic sustainable energy solutions for energy

reduction in domestic premises.
Prepare to monitor energy usage 1.1 Monitoring activities are planned and prepared for to
and provide basic solutions for ensure OH&S policies and procedures are followed with
energy reduction the work appropriately sequenced in accordance with
requirements
requirements
1.4 Location in which monitoring activities is determined
from job requirements
1.6 Materials needed to carry out the monitoring are
obtained in accordance with established procedures
Description and purpose

This activity (learning object) covers the basic principles of energy, why energy should be
conserved and how it can be conserved. It also introduces learners to the preliminary stages
of carrying out a domestic energy audit.
Supporting resources
1 on 1 - Intro to energy
1 on 1 The Greenhouse Effect
Discover - Eco-design
Resource manual
Try this The Green-meter
Try this Power bill analysis
Short answer questions
Links
Preparation and customisation
The 1 on 1 and Discover resources are intended to contain generic information. You may
wish to customise the other resources to extend the learner. For example:
It may be useful to conduct further research into their local government regulations,
energy costs and climate.
Different strategies across climatic and geographic conditions can be compared.
Resources can be added or removed as required.
Collaboration and communication
A selection of prompt questions and suggestions for web research are provided for each
activity (learning object) these may be used to form the basis of
collaboration/communication activities.
Page 7
Suggestions for assessment

You may wish to use the questions and web research activities for assessment purposes.
Suggested answers to the questions are provided here, but any reasonable answer could be
accepted:
What is the difference between renewable and non-renewable energy? Give two
examples of each.
Renewable energy refers to where energy is produced and the source is not
diminished by the process (such as solar, wind, hydro, tidal, etc). Non-renewable
energy refers to when energy is produced and the source is used up in the process
(such as coal, oil and natural gas, etc).
What is meant by:

the Greenhouse Effect
When the layer of greenhouse gases surrounding the earth becomes too
concentrated and prevents heat escaping.
greenhouse gases
A layer of gases that surround the earth, for example: the glass walls in a
greenhouse.
global warming?
When increased greenhouse gases lead to warming of the Earths atmosphere.
What is the most common greenhouse gas and how can it be produced?
Carbon dioxide. Carbon dioxide gases are produced by burning fossil fuels to
produce electricity and by humans when they breathe out.
Job Requirements Phase 1
Client Form:
Learners should examine this document. The purpose is to provide a workplace
context for the learner to appreciate the various stages of working in a project.
Power Bill Analysis:

The learners response should reflect an ability to link the power bill figures with
seasonal climatic changes, and perhaps include a reference to specific appliances
(mainly heating and cooling).
Self Audit Form:

This form (as completed by the virtual client) should alert the learner to potential
problems and areas to focus on when performing the walk-through audit.
Materials Checklist:
This checklist should be completed by the student, with reasons given for why they
would need each item. Some examples of reasons have been provided to get the
learner started. All items could be legitimately brought for use at an audit, but
importantly the learner should explain why.
Learners who are already employed in a workplace that deals with sustainable energy
concepts could adapt the Job to fit in with their current workplace tasks. You may need to
collaborate with the learners employer to seek approval for inclusion of any project
documentation that learners have produced and subsequently provided in their evidence
portfolio.
Page 8
Learning activity: Undertake monitoring

Undertake monitoring of energy 2.1 OH&S policies and procedures for undertaking
usage and provide basic solutions monitoring activities are followed
for energy reduction
2.2 Monitoring activities are undertaken in accordance with


The focus of this activity (learning object) is a walk-through energy audit of domestic
premises. The Virtual house introduces learners to the basics of what an audit should
include lighting, climate control, water heating and appliances. There is also a focus on
occupational safety and health issues while conducting an audit.
1 on 1 Walk thru with Zach
Virtual house
Resource manual
Try this OH&S
Try this - Order of audit
Links
A selection of questions and suggestions for web research are provided for each activity
(learning object) these may be used to form the basis of collaboration/communication
activities.
Page 9

accepted:
What is climate control?

Climate control is when a comfortable temperature and humidity inside a building is
maintained.
Explain the difference between an incandescent and a tubular fluorescent light.

Which is the more energy efficient of the two?
An incandescent light is a traditional light fitting where a tungsten filament heats up
inside a sealed glass casing, while a tubular fluorescent ionises an inert gas inside a
vacuum-sealed tube. The tubular fluorescent is about four times as efficient as the
incandescent light as it loses very little energy as heat.
How would you check how energy efficient your fridge is when you buy it?
Check the star rating.
Is an evaporative air conditioner or a reverse cycle air conditioner more

effective in a humid climate? Why?
Evaporative air conditioners work by cooling action of water evaporating this is less
effective when the air is humid. The reverse cycle air conditioner would be more
effective in a humid climate as it works as a heat pump similar to a fridge and doesnt
depend on the humidity of the air.
How would you check on the electrical power consumption in a home?

Take readings of the electrical supply meter for a set period of time to determine the
energy use pattern. Past electricity bills would provide information about total use of
electricity, and often contain details of consumption compared to previous bills and
the average daily cost for the billing period.
Self Audit Form:

This form is the same as the Self Audit Form in Phase 1. It is here for the learner to
use as a reference.
Audit Form completed sections:

This resource presents sections of the Audit Form that are already complete. It
should provide the learner with a model for how the form is filled out and the
appropriate depth of detail.
Audit Form to be completed:

This is the most critical component of Phase 2. The learner needs to complete the
audit form carefully and should be expected to produce results similar to the following.
Page 10
Kitchen
Item Notes
Lighting Type 100W incandescent Replace with compact
Hours used/day 8 fluorescent
Control of lighting Separate switches for task
and general lights?
Yes
No
Cooking Cook Top Gas / Electric Uses microwave frequently,
Oven Gas / Electric possibly too often.
Microwave use Often / occasionally
700W microwave
Full kettle used each time?
Kettle Yes
Dishwasher Yes
No
Used only with a full load?
Yes / No
Economy Cycle used? Yes
/ No
Radio / TV On stand-by when not
used? Yes / No
Kitchen sink tap is leaking
Laundry
Item Notes
Washing Type Top / Front
Star Rating Unsure
Water saving Yes / No
Temp. setting Hot / cold / warm Always hot
Clothes Dryer Used in winter / All year
Used in fine weather? Yes / No
Clothes Dryer Filters Cleaned regularly? NO Client didnt know it had filters
Fridge and freezers

Item Notes
Main fridge Size 645L Fridge is old and needs
Fridge / checking of seals
freezer Yes / No
Age 12 years
Stars 1.5
Temperature 1oC
Door seal Condition
Good / Poor
Ventilation Good / Poor
Other Number 0
fridges Doors Seals Condition
Good / Poor
Ventilation Good / Poor
Freezer Number ___________
Type ___________
Size ___________
Door seal Condition Good / Poor
Page 11
portfolio.
Page 12
Learning activity: Recommend basic solutions

Complete monitoring activities and 3.1 Documentation/reports are completed to ensure

provide reports where necessary administrative requirements are met
3.2 Work completion is notified in accordance with

established procedures

This activity (learning object) deals with the post-audit phase of recommending how energy
savings can be made, the costs involved of making changes to save energy, and how much
money this might save.
1 on 1 Heat transfer
1 on 1 Energy saving
Discover Compare energy
Resource manual
Try this The Savings meter
Links

activities.
accepted:
Arrange these appliances in order of how quickly they would use 1000W, from
the quickest to the slowest fridge, washing machine, clothes dryer, 60W
incandescent lamp, fluorescent tube, 60W compact fluorescent, electric hot
water.
Electric hot water (30 mins), clothes dryer (1 hr), washing machine (2 hrs), fridge (4
hrs), 60W incandescent lamp (16 hrs 40 mins), fluorescent tube (25 hrs), 60W
compact fluorescent (66 hrs 40 mins).
Page 13
Recommendations learning activity

The learner should add to the list of recommendations that have been included to get
them started. You may wish to provide them with feedback on whether they have
appropriately ranked the recommendations.
portfolio.
Page 14
Learning activity: Prepare to apply
Unit: UTENES062A Apply sustainable energy practices in daily activities.
Plan and prepare to apply 1.1 Activities are planned and prepared for to ensure OH&S
sustainable energy practice policies and procedures are followed with the work
appropriately sequenced in accordance with
requirements
requirements
1.4 Location in which activities are to be undertaken is
determined from requirements

This activity (learning object) covers the basic principles of energy, and why energy should be
conserved. It also introduces learners to the concept of an Energy Management Program for
the workplace.
1 on 1 Intro to energy
1 on 1 The Greenhouse Effect
Resource manual
Management Program
Links
activities.
Page 15

accepted:
Who is responsible for energy management in the workplace?

The ultimate responsibility is with management. They may set up an energy team to
assist with energy management.
What are the five parts of an Energy Management Program action plan?
Monitor, educate, audit, implement, and review/report.
Job Requirements - Phase 1
Lighting levels learning activity

This focuses on an analysis of lighting levels in a workplace and what changes should
be made.
portfolio.
Page 16
Learning activity: Apply sustainable energy practice
Apply sustainable energy practice 2.1 OH&S policies and procedures for undertaking
administrative functions are followed
2.2 Activities are undertaken in accordance with



This activity (learning object) introduces learners to the key areas where energy can be
conserved and savings made lighting, climate control, office equipment and other
equipment.
Energy at work
Resource manual
Try this The Savings meter
Management Program
Links
activities.
accepted:
What type of light would you recommend for a high-ceilinged industrial plant?
High intensity discharge (HID) lamp.
Page 17
What system of Heating, Ventilation and Air Conditioning (HVAC) is most

commonly used in large office buildings?
Centralised ducted air system.
How can you automatically switch off lighting when not required?
Occupancy sensors, timer controls, light sensors
Job Requirements - Phase 2
Making recommendations learning activity

This focuses on matching recommendations for reducing energy use to the items
observed during a workplace audit (this is broken into three sections). Learners are
also asked to provide some ideas to increase staff awareness of why and how energy
use should be reduced.
portfolio.
Page 18
Learning activity: Complete the application
Complete the application of 3.1 Documentation/reports are completed to ensure

sustainable energy practice detailed promotional activities requirements are met
3.2 Completion is notified in accordance with established

procedures

The focus of this activity (learning object) is making recommendations about where energy
savings can be made in the workplace, the cost of implementing such savings, and how much
money might be saved.
Eco champ
Office savings
Resource manual
Management Program
Links
activities.
accepted:
Once you have installed energy efficient equipment in a workplace what more do you need to
do?
You need to maintain the equipment regularly to keep it working efficiently, check
operating hours, check settings(especially of thermostats). Keep light fittings clean
List three ways that you could reduce energy consumption when you are travelling to work.
Suggestions could include: Take public transport, car pool, reduce the speed you
drive at, drive smoothly without fast acceleration.
Page 19
Six months after the audit learning activity

This focuses on reviewing the results of a workplace energy audit six months later,
and making further recommendations.
portfolio.
Page 20

Teacher's Guide: UTE10202 Certificate I in Sustainable Energy (Electrotechnology)

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Teachers Guide

for units of competency within

The following key principles inform the design of these activities:

Training Package UTE99 Electrotechnology Industry Training Package

Qualification UTE10202 Certificate I in Sustainable Energy (Electrotechnology)

National Code Unit of competency Hours

UTENES061A Provide basic sustainable energy solutions for energy 72

UTENES062A Apply sustainable energy practice in daily activities 36

Total hours 108

Elements and performance criteria

Element Performance Criteria

2.3 Unplanned events or conditions are responded to in

Complete monitoring activities and 3.1 Documentation/reports are completed to ensure

3.2 Work completion is notified in accordance with

Unit information for UTENES062A Apply sustainable energy practices in daily

Elements and performance criteria

Element Performance Criteria

2.2 Activities are undertaken in accordance with

2.3 Unplanned events or conditions are responded to in

Complete the application of 3.1 Documentation/reports are completed to ensure

3.2 Completion is notified in accordance with established

UTENES061A Provide basic sustainable energy solutions for energy reduction in

Learning activity Prepare to monitor

Learning activity Undertake monitoring

Element: Complete monitoring activities and provide reports where necessary.

Learning activity Recommend basic solutions

UTENES062A Apply sustainable energy practices in daily activities.

Element: Plan and prepare to apply sustainable energy practice.

Learning activity Prepare to apply

Element: Apply sustainable energy practice.

Learning activity Apply sustainable energy practice

Element: Complete the application of sustainable energy practice.

Learning activity Complete the application

Activity (learning object) format:

1. Investigate: This section includes:

2. Try This: This section includes:

Toolboxes are designed to encourage learner collaboration through communication tools. It is

How to use the Toolbox

Details of learning objects

Learning activity: Prepare to monitor

Unit: UTENES061A Provide basic sustainable energy solutions for energy

Element Performance Criteria

Description and purpose

Suggestions for assessment

What is meant by:

Job Requirements Phase 1

Power Bill Analysis:

Self Audit Form:

Learning activity: Undertake monitoring

Unit: UTENES061A Provide basic sustainable energy solutions for energy

Element Performance Criteria

2.3 Unplanned events or conditions are responded to in

Description and purpose

Suggestions for assessment

What is climate control?

Explain the difference between an incandescent and a tubular fluorescent light.

Is an evaporative air conditioner or a reverse cycle air conditioner more

How would you check on the electrical power consumption in a home?

Job Requirements Phase 2

Self Audit Form:

Audit Form completed sections:

Audit Form to be completed:

Fridge and freezers